Administrative Support

This bibliography describes resources that faculty and administrators can use to support diversity efforts on their campus. Topics include career advice, strategies for diversifying the faculty or student body, mentoring, role models, and resistance. Thanks to Katherine Ong for her assistance with compiling and annotating these resources.

A practical guide for educators and campus leaders that provides strategies for the development of an inclusive and diverse campus. Research-based strategies included in this series of reports provide assistance in assessing current practices, developing effective action plans, and moving toward reciprocal empowerment.

As the editor’s note in the “Introduction,” the purpose of this book is to provide savvy advice about what to expect in an academic career. The chapters provide information about institutional problems in academia, coupled with sage advice about handling difficult situations. The book is divided into 4 sections: “The Current Status of Women in Academe,” “Women’s Roles and Career Decisions,” “Assuming Leadership in Higher Education,” and “Taking Charge and Taking Care”. Collectively, the chapters serve as an excellent resource for new and established scholars.

The 22nd edition summarizes the status of racial and ethnic minorities in American higher education including: high school completion, college statistics, and higher education employment. This edition has data from 1995–2005.

Provides insight into barriers facing women of all ethnicities and outlines strategies and choices by women to overcome these obstacles. The authors detail how women develop a sense of self-efficacy, cultivate opportunity, and maintain authentic selves in a male-dominated environment.

This reference book is arranged according to race, gender, and sexual orientation. It includes demographics, politics, education, and best practices. It has a reference list that may make it useful for further research. It also has tips on current, appropriate words and phrase.

Based on a conference at Harvard University, this book focuses on women faculty employed at research universities. It identifies and breaks down approaches to increasing the number of positions available for women in research institutions.

Addresses current approaches to multicultural teaching and learning. This volume is targeted toward new and experienced practitioners of multicultural teaching and features a section on faculty social identities and issues surrounding authority in the classroom.

Targeted at meeting a variety of diversity training needs, this book is composed of basic activities to teach educators how to manage a culturally diverse workforce and deals with cultural and gender issues in the workplace.

This book addresses resistance to the multicultural movement. Two of the chapters were written from an administrator's perspective, discussing resistance that administrator has seen among other administrators and also resistance in multicultural program implementation.

This book points out that ethnic majority faculty has a big part in recruiting and retaining ethnic minority faculty. It illustrates advantages of being faculty who is of ethnic majority and disadvantages of being in the minority. It also differentiates between immigrant and non-immigrant minorities. The author claims that non-immigrant minorities have greater barriers in academia as well as outside academia. This book provides solutions to undo disadvantages and provides advice on good practices as well as their application. It also gives recruiting and retaining advice, as well as advice on mentoring relationships between majority faculty and non-tenured minority faculty. This practical book addresses campus diversity from many perspectives, including that of a minority professor on a majority campus (Chapter 1), good practices in recruitment (Chapter 4), retention (Chapter 5), and mentoring (Chapter 6). Part III includes chapters for discussion, analysis, and practice, addressing topics such as “why diversity the faculty?” (Chapter 8), bad practices (Chapter 9), and new practices and new visions (Chapter 8).

This monograph provides guidelines for committees who are in search of faculty, reviewing for tenure, and evaluating faculty. The author lists cognitive mistakes committed by committees along the process such as stereotyping. It also lists six dysfunctions that lead to more cognitive errors such as rushing and overloading the committees. The author gives solutions to avoid cognitive errors and dysfunctions as well as provide case study for analysis and practice. To order http://www.diversityoncampus.com/index.html

This monograph provides guidelines for committees who are in search of faculty, reviewing for tenure, and evaluating faculty. The author lists cognitive mistakes made by committees throughout these process, such as stereotyping. It also lists six dysfunctions that lead to more cognitive errors such as rushing and overloading the committees. The author gives solutions to avoid cognitive errors and dysfunctions and provides case study for analysis and practice. To order http://www.diversityoncampus.com/index.html.

Replicating previous research, results showed that racial minority students perceive a more negative campus climate than do white students. Further, it shows that students’ perceptions of the general campus climate are closely related to their beliefs about the academic climate. This article may be helpful in raising awareness about differences in how White students and minority students perceive their environment.

This book contains systematic and empirically-based studies on the effects of Affirmative Action in employment. It explains how Affirmative Action works, policies, purpose, and procedures to equalize opportunities. It illustrates how scientific research suggests that discriminatory barriers to equal employment are reduced by Affirmative Action. This book also includes diverse perspectives from those affected by Affirmative Action. Lastly, this book shows how research findings can be used in equal employment policies.

Practical guide which comprehensively overviews how to develop a teaching portfolio. This book provides current perspectives, expands the section on web-based teaching portfolios, and offers samples of twenty-one teaching portfolios.

An expert in the field discusses diversity in the workplace and strategies to improve functioning in a diverse workplace, challenge and overcome biased attitudes, confront and minimize fears underlying biases, and overcome conflict related to diversity issues.

This highly accessible book offers insights into how organizational structure and dynamics can influence the work environment. Although the author addresses organizations generally, the concepts can easily be applied to academic settings. Topics addressed include recruitment (Chapter 2), socialization and newcomer experience (Chapter 4), the influence of diversity on group dynamics (Chapter 5), stressors in a diverse workplace (Chapter 8), and developing multicultural leaders (Chapter 9). The book has a strong applied emphasis and includes many specific suggestions for improving the organizational climate.

This book focuses on the resistance to change and diversity within organizations. Topics include harassment and hate crimes in the workplace, understanding and defusing resistance to diversity training and learning, and case examples of resistance to diversity in organizations.

This guidebook has recommendations and suggestions for faculty search committees in searching, recruiting, and hiring faculty of color. Most suggestions come from faculty of color. It focuses on the process of searching and hiring junior-level faculty but it may be applicable to other ranks. This book also has annotated bibliographies for further research.

This book illustrates inequalities in teaching institutions based on ethnic differences, based on experiences by faculty of color from eight mid-western states. This gives recommendations on how to successfully recruit and keep faculty of color, as well as how institutions can develop a diverse group of faculty.

The 21st edition summarizes the status of racial and ethnic minorities in American higher education including: high school completion, college statistics, and higher education employment. This edition has data from 1991–2001.

Faculty leaders from diverse backgrounds examine the role faculty play in improving diversity on campus. Offers insight into how to tackle diversity issues to help improve hostile microclimates, enhance accomplishments, and work in collaboration with administrators.

De la Luz Reyes, M., & Halcon, J. (1991). Practices of the academy: Barriers to access for Chicano academics. In P. G. Altback & K. Lomotrey (Eds.), The racial crisis in American higher education (pp. 167–186). Albany: State University of New York Press.

Ethnic minority faculty members often find that their choices to publish in "ethnic minority" publications and outlets are not valued as much as more "traditional" publications. Therefore, such faculty members are often put in a position of trying to reach the most important population versus trying to get tenure by publishing in journals not typically read by affected populations.

This chapter discusses the dilemmas many Latinos face because ethnic minority (particularly Latino) students may require more mentoring and these faculty members are expected to provide all or most of the mentoring of these students, yet they are not given sufficient administrative support nor credit towards tenure.

This chapter discusses the definition and effects of tokenism. Quite often, ethnic minorities feel that they were only hired in their present positions to demonstrate advancing a multicultural agenda within organizations. However, sometimes these individuals experience marginalization or a sense that they were not needed except to fill the organizations "quota" of ethnic minorities, particularly at administrative levels.

This article explores advising relationships between Black doctoral students and their White advisors. Issues addressed include: (1) the role of race in context, (2) race as leverage and/or liability, and (3) the importance of same-race connections. Implications for doctoral student retention, faculty development, and graduate advising and mentoring are discussed.

The Diversity Summit addressed challenges faced in working toward the goal of creating a more ethnically diverse body of neuropsychologists by increasing the recruitment of ethnic minority students to neuropsychology training programs.

Discusses survey data collected from Black students and a small number of Black faculty with the aim of identifying strategies for recruiting and retaining Black students and professionals. Specific areas of inquiry included (a) effective recruitment and retention strategies, (b) being the vast minority in school/work settings, and (c) counselor race-ethnicity.

This article reviews existing literature on the topic of recruitment and retention of faculty from various cultural backgrounds. Barriers faced by faculty from diverse backgrounds seeking tenure are discussed including marginalization, racism, and sexism.

Explores the narratives of female faculty prior to the tenure process and their experiences with mentors. Negative experiences with the traditional dyadic mentoring approach are contrasted with the positive effects of peer mentoring between pre-tenure female faculty.

Describes the work of Chicana/Latina junior faculty at a Hispanic Serving Institution (HSI) who created a research collaborative, Research for the Educational Advancement of Latin@s (REAL). Strategies to reduce racism and sexism in academia and increase the retention, tenure, and promotion of Chicana/Latina faculty are discussed, including the implementation of peer "muxerista mentoring."

This article describes the process undertaken by the authors to identify policies and practices effective in recruiting and hiring faculty of color in one school of education. After reviewing the relevant literature they conducted a case study based on the analysis of institutional data on faculty recruitment practices over a period of five years and conducted qualitative interviews with past search committee chairs, school administrators, and recently hired faculty of color.

The researchers surveyed 73 Counsel for Accreditation of Counseling and Related Educational Programs liaisons and found that many programs do not have strategies for recruitment and retention of underrepresented faculty.

Addresses the progress women have made in academic psychology and points to areas where improvement is needed. Includes many practical suggestions for departments and administrators wishing to improve their institutional climate for women.

This article presents the results of a large web-based survey of African American, Latina/o, Asian American, and European American psychology graduate students. Findings indicated that mentoring was the strongest predictor of satisfaction across groups. Other important factors, including academic supports and barriers, and perceptions of diversity are also discussed.

This paper discusses the desirability and effectiveness of diversity leaders with privileged identities. The author concludes that -- depending on the leader’s understanding of oppression, the history of the institution, and the socio-historical context of the university -- appointment of diversity leaders with privileged identities can be effective.

This study explored the impact of racial diversity on campus climate in terms of the reported number of hate crimes that occur on campus. Results indicated that schools that are most successful in recruiting the hardest to recruit minorities (Black and Latino students) report fewer hate crimes on campus.

Survey data was used to compare first-generation and continuing-generation female college students in terms of: (a) level of parents' emotional and informational support; (b) level of students' stress; and (c) the relationship between both types of parent support and students' stress during the transition to college.

Results indicated that first-generation students who perceive higher levels of parent emotional support have less stress than those who do not, but that first-generation students perceive less emotional and informational parent support than do continuing generation students.

Psychology Education and Careers (Numbers 1–4), provide advice to high school students of color (#1), college students of color (#2 and #3), and resources of psychology training programs recruiting students of color (#4).

This site is a survival guide for women and ethnic minorities in the academia. It includes such information as strategies for maximizing chances for promotion and tenure, strategies for coping with negative feedback, and strategies for facing adversities.

This site provides information on increasing faculty diversity, problems and solutions in diversification efforts, and actions for implementing diversity.

Commission on Ethnic Minority Recruitment, Retention, and Training in Psychology (1997, January). Visions and transformation: The final report of the APA Commission on Ethnic Minority Recruitment and Retention in Psychology. Retrieved February 12, 2007, from http://www.apa.org/pi/oema/programs/racism/visions.aspx

This is a 75-minute video with a workbook to help higher education institutions recruit, hire, and retain diverse employees. The video and workbook includes resources, recommendations, discussion questions, and new theories on hiring and retention.

The Multicultural Pavilion has links to various activities, lesson plans, and workshops primarily for teachers, instructors, and educators to promote multicultural understanding. It includes links to ice-breakers, strategies and preparation, and introspective activities.

Faculty for the Future is another database where ethnic minority faculty or individuals seeking academic positions or research positions in universities may post their resumes and vitas. Institutions may also post open positions.

This UCLA Web site has resources to address campus diversity. It has search engines and links to other resources from other universities and organizations. This includes links to help faculty search committees in recruiting diverse faculty.

Minority and Women Doctoral Directory is a database with information on employment candidates who have recently received, or are soon to receive, a Doctoral or Master's degree in more than 80 fields. It currently has 4,500 Black, Hispanic, American Indian, Asian American, and female students. Its purpose is to help institution find minority and women candidates for faculty and/or professional positions.

This Web site hosted by Iowa State University has links to African American, American Indian, Asian American, U.S. Latino, LGBT, and multicultural resources. The site provides a variety of links to electronic journals, electronic magazines, government sites, and library references categorized according to minority status.

The purpose of the National Minority Faculty ID Program is to help ethnic minorities find positions in academic institutions and vice versa. For a fee, it allows institutions to view the candidates’ vitas.

This site has links and information about the Society for Personality and Social Psychology Diversity Fund which provide travel awards for graduate students from underrepresented groups to attend the SPSP conference. The site also has links for undergraduates to learn more about obtaining a registration award. It provides information about the SPN Mentorship Program for students from underrepresented groups; students can search through a mentor database. This site also provides links to GLBT resources and other resources for minorities.

The College of Redwoods Multicultural and Diversity Curriculum has numerous links to other sites about multicultural and diversity issues. Links include: current events, information for kids, multicultural and diversity curriculum, professional organization and employment resources, research on racism, and much more. The link about professional organization has further links about women in the sciences.

This site hosted by the University of Virginia lists references associated with a wide range of recruitment and retention topics, including: Recent court decisions, benefits of diversity and diverse faculty, good practices for search committee members, developing and writing the job description, inadvertent gender bias in candidate evaluation, retention plan, and after the search.

This organization’s purpose is to support minority students who are interested in becoming faculty in business. This site has numerous links to scholarships and funding for minorities interested in becoming business faculty.

The purpose of this organization is to support minority doctoral students who are intending on pursuing a career in academia. The Doctoral Scholars Award and Dissertation Year Award each award $15,000 annual stipend.